4 th Grade I. Standard/Benchmark: Content Standard 1: All students will apply skills and knowledge to perform in the arts. ART.I.VA.E.1 !se materials" te#hni$ues" media te#hnology" and pro#esses to #ommuni#ate ideas and e%perien#es. ART.I.VA.E.& !se art materials and tools safely and responsi'ly. ART.I.VA.E.( )e in*ol*ed in the pro#ess and presentation of a final produ#t or e%hi'it. II. Objective/Outcome: Students will demonstrate knowledge of a *anishing point and hori+on line. They will demonstrate how to take any o',e#t and gi*e the appearan#e of depth and distan#e. They will #ome out of this pro,e#t with the understanding the meaning of perspe#ti*e. II. Anticipatory set/Motivation: Students will ha*e already learned foreground" middle ground and 'a#kground and how it relates to spa#e. They will also ha*e learned how o',e#t appear smaller as they mo*e further away from the *iewer. The students will also *iew images perspe#ti*e in a lands#ape. An e%ample of a 'o% rising a'o*e the *iewer-s hori+on and 'elow the *iewer-s hori+on will show different sides of the 'o%. IV. Model the rocess: Criteria: The finished produ#t should show the first name of the student shooting out towards the *iewer a'o*e the hori+on line and the last name shooting out 'elow the hori+on line. .n#e the lines are drawn" students #an add shading and shadows to the dimensional letters and use #olored pen#ils to really make it pop. Demonstration: Show ea#h step as we do it. The pro,e#t will 'e done step 'y step as a #lass. Task Analysis: 1. Ea#h students will re#ei*e 'lo#k letters template" ruler" pen#il" /%11 white paper &. Ea#h student will also re#ei*e a finished e%ample with the tea#her-s name" and ea#h definition word lo#ated in its appropriate spot in the drawing. 0. Students first fold their paper in a 1hotdog1 fold so that the two long sides tou#h. (. .n#e opened" they should ha*e a #rease going hori+ontally a#ross the paper. This is the hori+on line. 2. To find the #enter of the paper" we use our ruler and measure the half3way point of the hori+on line 42 15& in#hes6" whi#h is our #enter of our *anishing point. Students mark it with an 7. 8. Students pla#e their drawing paper o*er the 'lo#k letter templates. They then tra#e the shape of the letters onto their paper. 9. They write their first name a'o*e the hori+on line and their last name 'elow the hori+on line 4a'out an in#h from the line6. /. I stress that the outside of the letters should remain #lean and white. :. !sing a ruler" I will show students how to draw a straight line from the #orners of the letters to the *anishing point. I e%pe#t there to 'e many mistakes" 'e#ause this in an introdu#tion. As long as students grasp the general #on#epts" understand the terminology" and are showing effort in learning" we #an #ontinue mo*ing on. 1;. Some names are shorter than others and some students work $ui#ker than the rest. 11. I pla#e trays of #olored pen#ils on the ta'le to #olor and de#orate the inside of the letters 1&. .n#e the lines are drawn" students #an add shading and shadows to the dimensional letters and use #olored pen#ils to really make it pop. Vocabulary: <ori+on line Vanishing point =erspe#ti*e Materials: Sharpened Pencils Erasers Ruler 8 1/2 X 11 white paper Colored Pencils (optional) V. !heck "or #nderstandin$: 1. >hat is a hori+on? &. >hat is a *anishing point? 0. >hat is perspe#ti*e? (. If a 'o% is a'o*e the hori+on line does the *iewer see the 'ottom or top of the 'o%? VI. Monitor and Adjust: As students work" tea#her o'ser*es and assists. VII. Accommodations: There are one student in #lass that is hearing impaired. <e will pro*ide me with his mi#rophone at the 'eginning of #lass. VIII. !lean up: Allow 1; minutes for #lean up. All materials must 'e 'a#k in their assigned pla#es and drawers. All students must 'e seated when done. I%. !losure and Assessment: Ea#h student will pla#e their =erspe#ti*e drawings on a ta'le so as a #lass we #an gi*e feed'a#k on if the #orre#t lines where made.